<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000400744</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n4.p744-760</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMA&#199;&#195;O CONTINUADA EM UMA ESCOLA DE TEMPO INTEGRAL: NOTAS SOBRE UM ESTUDO DE CASO]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTINUING EDUCATION IN A FULL-TIME SCHOOL: NOTES ON A CASE STUDY]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN CONTINUA EN UNA ESCUELA A TIEMPO COMPLETO: NOTAS SOBRE UN ESTUDIO DE CASO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernado]]></surname>
<given-names><![CDATA[Elisangela da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcellos]]></surname>
<given-names><![CDATA[Katia Regina Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programas de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>744</fpage>
<lpage>760</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000400744&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000400744&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000400744&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O artigo oportuniza refletir sobre a forma&#231;&#227;o dos professores que atuam em uma escola, que atende aos cinco primeiros anos do ensino fundamental em tempo integral, e se essa forma&#231;&#227;o &#233; suficiente para proporcionar aos docentes uma forma&#231;&#227;o mais completa com a participa&#231;&#227;o desses profissionais em cursos, palestras e encontros formativos e forma&#231;&#245;es continuadas em servi&#231;o, assim, traremos alguns apontamentos de como esses profissionais percebem mudan&#231;as em sua pr&#225;tica pedag&#243;gica. Como quest&#227;o problema, destacamos: como a forma&#231;&#227;o continuada oferecida pela rede municipal de educa&#231;&#227;o altera (ou n&#227;o) a pr&#225;tica do professor? Participaram do estudo qualitativo, em 2015/2016, dezenove professores de uma escola municipal, localizada no munic&#237;pio de Niter&#243;i, Rio de Janeiro. Com rela&#231;&#227;o aos instrumentos de pesquisa para o apanhado das informa&#231;&#245;es, utilizamos question&#225;rios com quest&#245;es fechadas e abertas e entrevistas semiestruturadas, al&#233;m da observa&#231;&#227;o dos espa&#231;os (escola e Funda&#231;&#227;o Municipal de Educa&#231;&#227;o) para tentar fazer links entre a pol&#237;tica e a pr&#225;tica de forma&#231;&#227;o para os professores, propondo uma reflex&#227;o te&#243;rica e priorizando uma an&#225;lise qualitativa. Em quase sua totalidade, os participantes relataram considerar sua forma&#231;&#227;o inicial insuficiente para exercerem sua fun&#231;&#227;o. Percebemos aqui a necessidade de trocas e espa&#231;os formativos que fortale&#231;am os professores no sentido de valorizarem seus saberes desenvolvidos por meio de suas pr&#225;ticas di&#225;rias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article reflects on the training of teachers working in a school that provides full-time education for the first five years of primary school, and on whether such training is sufficient to provide teachers with a more complete training with their participation in courses, lectures and training meetings, and continuing training in service. Thus, we offer some reflections on how these professionals perceive changes in their pedagogical practice. The main issue highlighted is: how does the continuing education offered by the municipal education system change (or not) the teacher's practice? Nineteen teachers at a municipal school, located in the city of Niter&#243;i, Rio de Janeiro, participated in this qualitative study. With regard to the research tools for gathering information, we used questionnaires with closed and open questions and semi-structured interviews, as well as observation of spaces (school and Municipal Education Foundation), in an attempt to make links between the policy and the practice of teaching training, proposing a theoretical reflection and prioritizing a qualitative analysis. Almost all the participants reported that their initial training was insufficient to perform their function. Here we notice the need for exchanges and formative spaces that will strengthen teachers, valuing their knowledge developed through their daily practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El art&#237;culo ofrece la oportunidad de reflexionar sobre la formaci&#243;n de los docentes que trabajan en una escuela que imparte educaci&#243;n a tiempo completo durante los primeros cinco a&#241;os de primaria y sobre si esa formaci&#243;n es suficiente para proporcionar a los profesores una formaci&#243;n m&#225;s completa con su asistencia a cursos, conferencias y reuniones de formaci&#243;n y formaci&#243;n continua ofrecida durante su trabajo. As&#237;, traeremos algunas notas sobre c&#243;mo estos profesionales perciben los cambios en su pr&#225;ctica pedag&#243;gica. Como tema principal, destacamos: &#191;c&#243;mo la formaci&#243;n continua ofrecida por el sistema educativo municipal altera (o no) la pr&#225;ctica de los maestros? Diecinueve maestros de una escuela municipal, ubicada en la ciudad de Niter&#243;i, R&#237;o de Janeiro, han participado en el estudio cualitativo. En cuanto a las herramientas de investigaci&#243;n para la recopilaci&#243;n de informaci&#243;n, se utilizaron cuestionarios con preguntas abiertas y cerradas y entrevistas semiestructuradas, as&#237; como la observaci&#243;n de espacios (escuela y Fundaci&#243;n de Educaci&#243;n Municipal) para tratar de vincular la pol&#237;tica y la pr&#225;ctica docente, proponiendo una reflexi&#243;n te&#243;rica y la priorizaci&#243;n de un an&#225;lisis cualitativo. En su casi totalidad los participantes informaron que su entrenamiento inicial era insuficiente para desempe&#241;ar su funci&#243;n. Aqu&#237; notamos la necesidad de intercambios y espacios formativos que fortalezcan a los docentes para valorar sus conocimientos desarrollados a trav&#233;s de sus pr&#225;cticas cotidianas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Educação em tempo integral]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Full-time education]]></kwd>
<kwd lng="es"><![CDATA[Capacitación docente]]></kwd>
<kwd lng="es"><![CDATA[Educación continua]]></kwd>
<kwd lng="es"><![CDATA[Educación a tiempo completo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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